What are the instructional approaches to cochlear implant success in an auditory/oral educational program?

In developing an instructional program for listening, the first step is to determine the child's present level of performance in relation to a expected order of development for the specific skill of interest. Then select objectives that aim at the next level of difficulty (Moog and Geers 1991).
Components for establishing a positive listening environment (Barnes, Franz, and Bruce 1994):
Activities for incorporating listening and speech in the classroom (Barnes, Franz, and Bruce 1994) :
Effective strategies for individual therapy (Barnes, Franz, and Bruce 1994):
Have the child demonstrate the listening skills that were developed in auditory lessons in the regular classroom (Moog and Geers 1991).
Set up routines in the classroom, and use these routines to enhance auditory use (Nevins and Chute 1996).
Elementary school curriculum offers a lot of possibilities for the development of auditory lessons that are both educational and meaningful for the child with an implant (Nevins and Chute 1996).
Content based activities must be specifically designed so that they consider the child's auditory and language ability (Nevins and Chute 1996).
Tasks must be developed which sufficiently challenge the child auditorily while, at the same time, don't frustrate him/her linguistically (Nevins and Chute 1996).
Consider the following factors when designing teaching activities (Moog, Biedenstein,
Davidson, Brenner 1994):
Insights:
I believe that this information is very important for a teacher who has a child with a cochlear implant in his or her classroom. It gives the teacher suggestions on how to teach the child so he or she gets that most benefit from his or her cochlear implant. This information can also be used when a child with a cochlear implant is coming into a school system. The school system can use this information to help develop curriculum. It can also be used to prepare the school's audiologist and speech pathologist to work with a child with a cochlear implant.
References:
Barnes, J., Franz, D., & Bruce, W. (1994). Pediatric Cochlear Implants: An Overview of the Alternatives in Education and Rehabilitation. Washington, DC: Alexander Graham Bell Association of the Deaf, Inc.
Moog, J., Biedenstein, J., Davidson, L., Brenner, C. (1994). Instruction for Developing Speech Perception Skills. The Volta Review, 96(5), 61-73.
Moog, J., & Geers, A. M. (1991). Educational Management of Children with Cochlear Implants. American Annals of the Deaf, 136, 69-76.
Nevins, M. E., & Chute, P. M. (1996). Children with Cochlear Implants in Educational Settings. Singular Publishing Group, Inc.